The Newtonite First Day of School Special V96 by The Newtonite

The Newtonite v Tuesday, Sept. 5, 2017 • Volume 96

Newton North High School, 457 Walnut St., Newtonville, Mass. 02460

School committee candidates propose budget solutions Rose Skylstad Among many issues that have the potential to affect students at North, budget concerns that determine class sizes and program funding are the main focus of school committee candidates running for election Tuesday, Nov. 7. Additionally, candidates mentioned collective bargaining for custodians and teachers, partnering with businesses to create new programs and opportunities for students, and providing curriculum that focuses on life skills such as financial literacy and emotional well-being as pressing issues for the district. Each member of the committee serves one of the eight wards of Newton. Committee members from Wards 1, 2, 3, and 4 represent North and the schools that feed into it. The Newtonite reached out to all candidates in competitive races in these districts. Candidates Margaret Albright, Eileen Sandberg, and Anping Shen had not responded to inquiries by press time. Ward 4 candidate Diana Fisher Gomberg is running unopposed. Members of North’s student government expressed concerns about the budget’s possible effects on the student body. “There was a shortfall last year and a bunch of side effects from that are going to fall onto students, especially increased class sizes and fewer sections of certain classes,” said senior Sam Kesselman, a member of the SFA. “I hope the school committee addresses these serious issues so students can take whatever classes they want without putting too much of a burden on teachers,” added Kesselman. Senior Ian Reid, another SFA member, also commented on the budget shortage. “I’d like the school committee, to the best of their ability, to ensure Newton North is properly funded, as that has been a bit of an issue in the last year,” he said. Ward 1 candidate Kathy Marchi said that the budget will be “an on-going, pressing, and important issue” for the committee to handle. “Newton is facing a challenging budget year,” said Bridget Ray-Canada, also running for the committee in Ward 1. by

She added that along with the budget, collective bargaining will be a big issue, and that both are “definitely important and need to be addressed.” North graduate Cyrus Vaghar ‘15, who is running in Ward 2, commented on the salaries of custodians and teachers. “I’m a big fan of the custodians, they’re great people, but I’m not a huge fan of them getting $120,000 to 130,000 a year, yet teachers with master’s degrees are getting 50 to 60 grand a year. The easy privatization of that will save money in the long run, millions each year,” he said. Vaghar includes overtime pay for custodians in these figures. Last year, two custodians earned these amounts, according to Newton Public Schools Executive Director of Human Resources Heather Richards. According to the custodians’ 2014 collective bargaining agreement, the highest yearly salary for the most experienced custodial position is just under $72,000 a year. Richards argued that a comparison of custodians and teachers’ hourly rates shows that teachers receive more money per hour. “The teachers do earn more, they are professionals and are compensated for that on their salary schedule,” said Richards. Outsourcing custodial work to a private company has been considered by the district in negotiations with the custodians’ union. Each candidate outlined the most important issues to their campaign, and though Ray-Canada acknowledged the importance of balancing the district’s budget first and foremost, she also noted the need to keep the students’ best interests in mind. “I want to make sure that the teachers and programs we have in the Newton Public Schools really help students reach their potential, as well as close the achievement gap,” she said. Ray-Canada described the possibility of partnering with businesses and groups that could help students explore new possibilities and learn new skills. She also described the importance of encouraging STEM to young girls and within the middle schools.

Joelle Sugianto

Senior Greg Baron runs a play at one of the first scrimmages of the season at Dickinson Stadium Friday, Aug. 25. Vaghar’s biggest concern surrounds the “middle class” of students, which, he explained, is a term he uses for academically average students. Vaghar claims that a lack of financial literacy training and opportunities for dual enrollment place these students behind those who are more academically inclined and those who go on to Ivy League schools and high income careers. “What happens is you have students graduating from Newton North who might have some skills and some smart academic skills, but they don’t have the life skills that they need to succeed,” he said. Similarly, Marchi outlined the importance of what she calls “social and emotional learning,” which puts an emphasis on non-academic life skills like group work and co-existing with others. “We want to make sure that we are sending our young people out into the world with the skills that they need to be successful, and that everyone in our community feels that they are respected, cared for, and safe,” she said. Marchi also described the im-

portance of aiding “underrepresented families” in the school system, such as low income families and families dealing with physical and learning disabilities. Her volunteer work with the Centre Street food pantry and a child care scholarship fund will influence her as a school committee member, she said. “I think about those families and care that everyone is represented,” said Marchi. “We need to be thinking about how we can serve and take care of everyone in our community.” Sophomore Serena Jampel was elected this spring as a student representative on the school committee. As one of three student representatives, Jampel will attend committee meetings and serve as “a student voice on the school committee,” she said. Jampel also emphasized the budget as the biggest issue. “Our main concern is budget cuts and we want to make sure that all the clubs that want to run can continue to run,” said Jampel. Another issue is that North students often do not know

where or how to voice their complaints, she said. “I didn’t even know about this position before I ran for it. I think there could be a lot more publicity around this position so that people know that there’s a person they can talk to about their concerns,” said Jampel. Reid described the need for more publication of policy changes and school committee actions because “the vast majority of the student body is completely unaware of what’s going on there.” Vaghar said that he feels he can bridge this gap with his recent experiences as a student, bringing the student perspective to the forefront. Though he is the youngest candidate, he says that what he lacks in professional experience, he makes up for with his insider knowledge of the Newton Public Schools. “The first line of a resume is always what is your experience. My experience was I was in a school for thirteen years as a student,” he said. “I see this as my closing interview,” he said. “I would hate to just leave, and see so many missed opportunities for the school district.”

Newly restored, historic “Citizenship” murals displayed Sophia Zhou Take a walk on Main Street and you are bound to notice the large new mural hanging next to the cafeteria entrance. Stroll a little farther down towards the theater entrance and you will find two more smaller murals on display outside the auditorium. Together, they are the “Citizenship” mural, which originally hung in the library of Newton High School. The larger center panel is titled, “Education,” depicting a family of four alongside Newton students against a background of skyscrapers and rural fields. The two side panels are titled “Industry” and and “Commerce,” which respecby

How do Massachusetts Health See inside Curriculums Perform?

sevelt’s Works Progress Adminis- not found until after the new Newton North building was designed, tration (WPA) in his New Deal. The mural was originally so no space was designed to fit the commissioned for Newton High full mural. According to former North prinSchool. There was no room for the entire 45-foot-wide mural when cipal Jennifer Huntington, who orthe transition was made to the old ganized the restoration, the mural Newton North High School build- tells two stories. “One is the dedicaing in 1964, so the two smaller side tion of the man who it’s dedicated An aerial view of Newton High School in panels were rolled up and put in to and the other is the time when 1940. Check out page 8 for more photos. storage and only the center panel the United States was in deep depression—the 1930s.” was put up in the cafeteria. tively depict a scene of heavy metal The first story Huntington spoke Now, with funding from the work and a large cargo ship being Newton Community Preservation of is that of Brown, who graduated unloaded. “Citizenship” was paint- Committee, all three panels of the from Newton High School in 1915. ed in dedication to former Newton mural are finally back on the walls After only a year at Dartmouth colHigh School student Lt. Stafford of Newton North after a year of lege, he chose to leave and join the Students of color discuss feelings of separation Leighton Brown (Class of 1915) restoration in Pennsylvania. How- war. in 1936 by Dutch artist Maurice ever, they are hanging in different “I think that people love to find Compris as a part of Franklin Roo- areas as the two side panels were ways to have some excitement in Tuesday, Sept. 5 2017

6 ◆ The Newtonite, Newton North

their lives and the opportunity to [fight] what they saw as a real challenge to democracy in the world,” said Huntington. “I think that, you know, he thought it would be more exciting for him to do it.” As the United States had not yet joined World War I, Brown went to France, where he drove ambulances from the frontlines to the hospital. “Then, in 1917, just before the United States entered the war, he decided he had enough of driving ambulances and he joined the French Escadrille Flying Corps, which was a very elite group,” said Huntington. Once the United States joined the war, Brown continued to fly for the corps as a lieutenant. v continued on page 8

Student experiences challenge image of inclusivity

amy moRRill From nationally broadcasted police shootings and recent neo-Nazi marches to the flying of a confederate flag on Tiger Drive, the past year included many moments of racial tension in both the nation and the North community. However, even in this climate, and perhaps because of it, students of color at North continue to courageously share their experiences and advocate for themselves. Listening to minority voices has become increasingly important in the broader context by

STI Prevention

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of the nation as well as in this school, opening people’s eyes to new perspectives as well as challenging stereotypes and discrimination. Last June, students from North and South participated in the Monologue Project, a spoken word event highlighting the experience of being a student of color or of immigrant descent through spoken word presentations. This event, in addition the affinity days throughout the year and the Blackout held last October to protest the flying of a confederate flag, exemplifies the power of student of voices.

The stories below attempt to depict different aspects of student life at North from the perspective of students of color, whether it be in academics, clubs, the arts, or sports. However, The Newtonite recognizes that students who shared their stories only make up a fraction of the minority student body and in turn may not reflect the experiences of every student of color at North. These experiences are only a small step towards acknowledging differences.

illustRated by alisa caiRa desiGned by ValeRia dountcheVa

for a feature on sex ed at North, stories of students of color, and a feature about student volunteer work. 80.6% of schools sufficiently taught STI prevention ❖72.3% of schools sufficiently taught how to correctly use a condom ❖

Personal and Community Health

Physical Health

85.3% of schools sufficiently taught communication and negotiation skills ❖86% of schools sufficiently taught goal-setting and decision-making skills

94.8% of schools sufficiently taught how to increase daily physical activity ❖56.4% of schools met all physical activity topic guidelines

❖

page 5

Safety and Prevention

Social and Emotional Health

74.2% of schools sufficiently taught how to make goals that enhance health ❖74% of schools sufficiently taught infectious disease prevention ❖

88.4% of schools sufficiently taught emotional and mental health ❖85.6% of schools sufficiently taught how different factors influence sexual risk behavior ❖

Substance

“A lot of what makes being a student of color in North is that it's hard to get people to take what you say at face value and not debate with you about your own experiences. Constantly challenging your own perceptions of race, being empathetic to students of color, and actively using your privilege to stand up for others are all great ways to help out students of color.” — junioR achille Ricca

pages 6-7

“I’ve noticed that it’s more difficult for people to fit me into a category. Nonetheless, my being a minority is and has always been a certainty and being a minority in a predominantly white school is never easy, especially in current times.” — senioR samidio depina

” “ ”

“I believe I need to put in 120 percent just so I can defeat the stereotypes and achieve what my fellow peers were given. Although I appreciate the cluster system, it makes the people of color obligated to associate when there might not be a connection.” — junioR dRew bookman

“I think that students of color definitely experience academics differently, and it sometimes goes unnoticed, especially to white students or faculty because it’s not always in an upfront manner. More often than not it’s more subtle than flat out discrimination and the teacher might not even be aware of it.” — sophomoRe jojo wonG

“I have been told that despite my bi-raciality, I am ‘probably going to be perceived by most as a white man.’ While I can’t control what the stranger walking past me perceives

“I think that for some people, when you say Asian culture, Black culture, Hispanic culture, et cetera, a lot of people think that it is limited to that race, and it’s not! America is a melting

page 9

opinion

2 v The Newtonite, Newton North

Tuesday, Sept. 5, 2017

Closing of “hang out spaces” restricts students In an email sent out to parents Sunday, August 27, the administration announced that “hang out spaces,” such as the library, would be closed for the “beginning of the school year” until adults and students in such spaces “refine and revise the behavioral norms for these spaces.” As an alternative to these unofficial spaces, the administration encourages students to “check out the cafeteria,” which will remain “always open to students.”

editorial This decision builds on unresolved tensions from past years regarding the controversial question of whether or not the library can be used as a space for students to gather and socialize during free blocks. The administration’s plan is seemingly no plan, based on the information sent out, as it leaves many details unclear. While it may state its goal as opening more spaces to students with “social and civic expectations” intact, the integration of that vision seems confusing and lacks a solid timeline. Aside from the obvious issue that the cafeteria lacks the comfort and sense of community of the library, this non-plan

leaves many students questioning how they will gain access to the school’s frequently used resources. Students increasingly rely on technology for their schoolwork. There is a huge demand for computers and printers in the library before school, during every block of the day, and after school. This demand is especially heavy during the beginning of the year when many students need to sign up for online resources such as schoology and online textbooks, and submit introductory assignments. Barring students from library resources puts students who already have limited resources at an even greater disadvantage— many students would not have access to computers or printers otherwise. The vagueness of the plan leaves these students wondering. The school must commit to its promise of providing equal opportunity to all students. Students deserve the right to a level playing field. Additionally, the decision to close all “hang out spaces” other than the cafeteria isolates students who may have limited means of transportation. Some of these students have no choice but to arrive to school early and stay at school late. For METCO students, the morning bus arrives before 7:30 a.m.

The Newtonite

Wendy Li

Former Newton mayor David Cohen, speaks at the lobby dedication held in his honor Tuesday, August 22. As mayor, Cohen advocated for the current building’s construction.

and the last late bus leaves after 5:30 p.m. With fewer and fewer places to congregate, the implication is that these students may find themselves with no place to go. The cafeteria, the only remaining “hang out space,” closes directly after school and students waiting for the late bus are forced to go to the entrances from which they are then told to leave. Even though it impacts these students as well as many others, the decision, oddly announced

Editors in chief — Valeria Dountcheva, Jackie Gong, Lucy Lu Managing editors — Rose Bostwick, Amy Morrill Senior editors — Nour Chahboun, Jonathan Cohen, Samantha Fredberg, Maya Waldman Arts editors — Zoe Goldstein, Hannah Liu Features editor — Laura SchmidtHong News editors — Tali Falk-Judson, Rose Skylstad, Sophia Zhou Sports editors — Jake Forbes, Will Kharfen

Opinion/Blogs editor — Adam Clements Talk of the Tiger editor —Nichol Weylman-Farwell Photography manager — Wendy Li Graphics manager — Alisa Caira Advertising and Business manager — Ophelia Baxter Technology manager — Michael Tang Advisers — Tom Fabian, Derek Knapp, Amanda Mazzola Staff — Teddy Everett, Erin Hosford, Jeanette Hurwitz, Derek Krantz, Abby Roll, Joelle Sugianto

The Newtonite staff does all its own reporting and photography to post content daily to its website, thenewtonite.com. They make all content choices. Sign up for The Newtonite’s weekly email newsletter on its website. In addition to the print graduation special, the Newtonite publishes a special on the first day of school, a club special, and a midyear special. To place an advertisement in the online or print version of The Newtonite or to contact us by phone, please call 617-559-6273. Readers can also reach us at thenewtonite@gmail.com.

Letters The Newtonite serves as a designated forum for student expression. Readers are invited to submit guest articles and letters to the editor. Letters should be put in The Newtonite box in the main office or emailed to thenewtonite@gmail.com. The Newtonite reserves the right to edit all letters, which must have the writer’s name and a student’s class and homeroom.

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who rely on technology during school, students who use the “hang out spaces” as just that, as well as students who want to study quietly in these places. As the incoming freshmen become more familiar with North’s culture and “social and civic expectations,” we must demonstrate that we are a community that cares about student needs and student voices instead of starting the year on a restrictive and punishing note.

Engage in key issues of mayoral race Adam Clements In today’s world, the unfortunate state of federal politics dominates the attention of the general public. While remaining active and involved with major issues facing the whole country is important, it is equally important and much easier to make a difference on a local level. Thus, it is crucial that students involve themselves in Newton’s mayoral race. A handful of North students will be old enough to vote in the municipal preliminary election on Sept. 12. A few more will be eligible to vote in the general election on Nov. 7. But everyone at this school knows someone who can and should cast a vote for mayor. Everyone will be affected by the new mayor’s agenda. Consequently, all North students should be aware of the candidates in the race, and the key local issues that matter in this election. There are seven candidates in the mayoral race: Al Cecchinelli, Ruthanne Fuller, Eli Katzoff, Scott F. Lennon, Amy Mah Sangiolo, Richard J. Saunders, and Geoffrey Woodward. The most talked-about candidates have been the three with experience in local politics: City Councilors Fuller, Lennon, and Sangiolo. A major focus in every candidate’s respective campaign so far, by

The Newtonite, founded in 1922, is the news source of Newton North High School, 457 Walnut St., Newtonville, Mass. 02460.

to parents only, was made without student input. SFA members contacted by The Newtonite were unaware that this decision was being made. In a school that prides itself on a “social and civic expectation” of community and student voice, it is crucial that student input is taken seriously by the administration for there to be a respectful and cooperative school community. This ill-conceived decision punishes all students—students with limited resources, students

and rightfully so, has been their approach to housing and development. Newton is facing a challenge in this field. On one side of the matter, current property prices in Newton are incredibly high, and the city needs to focus on building more affordable housing units near public transportation in order to create a more inclusive, socioeconomically diverse city. On the other hand, many Newton residents are concerned about preserving the character and open space of our city centers. The issue has become particularly contentious recently as citizens and local politicians alike have debated plans for large-scale developments on Austin Street and Washington Street that would include affordable housing units.

column Environmental issues are another priority in this race. As fighting climate change has come to a halt at the federal level, it is the responsibility of state and municipal governments to reduce greenhouse gas emissions and embrace renewable energy. At a recent forum held at Newton Community Farm, all seven candidates shared their visions for improving Newton’s environmental sustainability. The three current city councilors

in the race all voiced their support for Community Choice Aggregation, which would source more of the electricity used by residents from renewable energy. Streamlining the process of installing rooftop solar panels on homes is also a focus for the candidates. All candidates theoretically agree on the importance of protecting the environment and fighting climate change, but differ in their willingness to prioritize the issue and give it the time and resources it deserves. Other, less timely but always important local issues such as education and finance management have seen different approaches offered by various candidates as well. For students, ideas like later high school start times and full day kindergarten are key points of contention in the school committee election, on which students should also educate themselves. I am supporting Amy Mah Sangiolo for mayor. As a progressive and a dedicated environmentalist, her ideas are the most in line with mine. But everyone should do their own research based on their own priorities, and determine whose agenda fits with their priorities. And everyone should be engaged in electing the person who will play a key role in shaping Newton’s progress in the near future.

Newtonite.com

Tuesday, Sept. 5, 2017

news

Newton North, The Newtonite v 3

New faculty share backgrounds, ambitions for North Jason Bonneau

This September, North welcomes 13 new full-time faculty to the community compiled by Wendy Li and Amy Morrill

Math teacher

Background: Bonneau was an undergraduate student in environmental studies at Bates College and received a master’s in math education from Salem State University. Excited about... “taking on a new school and new students and being a part of teaching freshmen, so we’re kind of going through it together.” Fun Fact(s): Bonneau loves to read, is an avid traveler, and sometimes rides his motorcycle to school.

Kathleen Duff

Linda Fries

Background: Duff was a pre-med major at Tufts University before receiving a master’s in school counseling from Salem State University and a master’s in organizational management from Endicott College. Excited about... “bringing together so many of my passions and, I think, my strengths.” Fun Fact(s): Duff once paraglided in Switzerland, has a big family, and loves the beach.

Background: Fries focused on communications disorders at UMass Amherst and received a master’s from Fitchburg State University. Excited about... “getting to reconnect with all my old friends.” Fun Fact(s): Fries loves to make jewelry, raises a lot of plants, has visited Alaska three times, and used to teach at North.

CTVE department head

Academic support teacher

Jennifer Geraghty

Kyle Greenridge

Background: Geraghty received a bachelor’s in psychology from Providence College and a master’s in school counseling at Boston College. Excited about... “working one-on-one with students at Newton North and helping them through the college application process.” Fun Fact(s): Geraghty enjoys watching Patriots games with her dog, Brady.

Background: Greenridge received a bachelor’s degree in psychology from Wheaton College and a master’s in school counseling from New York University. Excited about... “building connections with North’s student population, wearing the occasional bow tie, and high fiving students in the hallways.” Fun Fact(s): Greenridge was a member of North’s METCO program.

Guidance counselor

Maria Hegarty

Christopher Hillenmeyer

Background: Hegarty studied psychology at Boston College before receiving a master’s in teaching ELL at Simmons College. Excited about... “still being in Newton since 2000 and having a totally different aspect at the school.” Fun Fact(s): Hegarty lived in Spain for almost six years and loves to run.

Background: Hillenmeyer received a bachelor’s degree in business administration from Middle Tennessee State University and a master’s degree in science education from Belmont University. Excited about... “starting the new school year and getting to know the Newton community.” Fun Fact(s): Hillenmeyer is a sixth generation horticulturist and worked as a fly fishing guide.

ELL teacher

Science teacher

Timothy Lesinski

Spencer Marzano

Background: Lesinski studied Greek and Latin as an undergraduate student at Tufts University and received a master’s from Boston College. Excited about... “bringing Latin to a new group of students.” Fun Fact(s): Lesinski has tried out for Jeoprady twice and speaks seven languages.

Background: Marzano majored in psychology at Stonehill College before receiving his master’s at Simmons College. Excited about... “coming to a public school; I’ve always been in a private school.” Fun Fact(s): Marzano has seen more of Europe than he has of the United States and attended the smallest public school in Connecticut.

Latin teacher

Connections facilitator

Maggie McCullar

Joy Meng

Background: McCullar recieved a bachelor’s in English from U. Alabama, a master’s in Spanish from Auburn University, and a doctorate in Spanish from U. Colorado, Boulder. Excited about... “returning to Massachusetts and becoming part of the North community.” Fun Fact(s): McCullar recently learned to ocean kayak and loves cooking, but rarely follows a recipe.

Background: Meng recieved a bachelor’s, master’s, and doctorate in Chinese literature from Jinan University in Guangzhou, China. Excited about... “sharing what I have learned and experienced in the Chinese world with my students.” Fun Fact(s): Meng teaches aqua moving meditation at the Franklin YMCA and wrote the book Dances with Dragon.

Spanish teacher

Chinese teacher

Germana Santelli

Jared Wickham

Background: Santelli recieved a bachelor’s and master’s in sociology from University La Sapienza in Rome, Italy. Excited about... “being an ambassador of my language and culture.” Fun Fact(s): Santelli is a native Italian speaker and moved to the United States four years ago.

Background: Wickham received a bachelor’s in political science from U. New Hampshire and a master’s in education from Cambridge College. Excited about... “being a part of an incredible academic community and working with staff, students, and families.” Fun Fact(s): Wickham is an avid attendee and vendor at Comic Con, works for an auction house, and has a ten-year-old son who inspires him every day.

Italian teacher

Special education team chair

4 v The Newtonite, Newton North

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Tuesday, Sept. 5, 2017

Newton North, The Newtonite v 5

Students find valuable lessons in Sexuality and Health Laura Schmidt-Hong With the wide variety of classes offered at North, each student has a seemingly one-of-a-kind schedule. However, one class is almost certain to be found on all freshman schedules: Sexuality and Health. First developed in the 1990s, North’s Sexuality and Health course covers a variety of topics to help students lead healthier lives. Yet, some students question the true relevance and value of the curriculum to their lives, while other students, as well as teachers, laud the importance and worth of the class. Topics covered in the class include body image, gender roles, healthy relationships and communication, sexuality and gender, sexual decision-making, substance abuse, reproductive anatomy, contraception, and sexually-transmitted diseases. Despite there being a list of required topics to cover, senior Cody Kotake noted that there are many ways to measure effectiveness of the class, saying, “What is the goal of a class on sexuality and health? I think that’s what you need to ask first, because there are a number of different issues that you can try to target: bullying, teen pregnancy, substance abuse.” Physical education and health department head Thomas Giusti explained that the school and faculty members hope to present a curriculum that is effective in “enabling our students to use the knowledge acquired in the classroom and apply it to everyday life situations.” However, according to Kotake, “the applicability to students is an issue.” The content of the class is primarily “basic introductory knowledge that most people already [know],” he explained. “They’re just parts of your life that you’ve been talked to about a lot.” Although Giusti believes these skills to be useful to students, Kotake said, “Sexuality and sexual safety is pretty general knowledge, and I don’t think much of it applied to me and benefitted me.” While classes such as physics or chemistry are highly specific and students have limited knowledge upon entering the class, according to Kotake, Sexuality and Health is much more general, so students have a range of prior knowledge. In turn, the class is only useful to some, he said. Likewise, the mandatory nature of the class lends itself to creating a certain degree of apathy in students, said sophomore Emily Pan. “I get that an amount of health has to be covered, but the classes that everyone is forced to take aren’t as interesting as the classes that you pick,” she said. “Most people aren’t as invested in their math and English classes as they are in, say, their photography class, because they don’t have a choice to take it— they’re forced to take it.” Nevertheless, Kotake said,“its still a necessary class to make sure students are all covered or introduced to these topics” regarding sexual safety and other decision-making skills. Similar to Kotake, Pan commented that she sees the potential importance of this class and added that while the content is not currently applicable to her life, it will likely gain relevance in the future. “I feel like the information that I learn in freshman health I will not use in the next three years but I will use in the next ten,” she explained. “Some people might need to use it by

STI Prevention

How do Massachusetts Health Curriculums Perform?

80.6% of schools sufficiently taught STI prevention ❖72.3% of schools sufficiently taught how to correctly use a condom ❖

Personal and Community Health

Physical Health

85.3% of schools sufficiently taught communication and negotiation skills ❖86% of schools sufficiently taught goal-setting and decision-making skills

94.8% of schools sufficiently taught how to increase daily physical activity ❖56.4% of schools met all physical activity topic guidelines

❖

Safety and Prevention

Social and Emotional Health

74.2% of schools sufficiently taught how to make goals that enhance health ❖74% of schools sufficiently taught infectious disease prevention ❖

88.4% of schools sufficiently taught emotional and mental health ❖85.6% of schools sufficiently taught how different factors influence sexual risk behavior ❖

Substance Abuse

88.4% of schools sufficiently taught alcohol or other drug-use prevention ❖74.6% of schools sufficiently taught the dangers of performance-enhancing drugs ❖

*source: the CDC 2014 national profile of school health curriculums

immediately. Speaking as myself personally, I will not use it immediately.” Giusti acknowledged that students often question the worth of the content presented to them in their classes, especially in Sexuality and Health. “When you’re in school, you ask, ‘Why do I need to learn this? Why do I need to learn that?’” he said. “The information contained in those Sexuality and Health classes is important to their lives now and in the future,” Giusti explained. “A lot of what is taught is the health and social issues of today that are applicable to their lives as they move forward,” including self-awareness, critical thinking skills, and decision-making skills. Sophomore Emiliya Aleksanyan echoed Giusti, explaining that the material presented in the class is useful at any point in time, especially in regards to the “life skills” it imparts, most notably learning how to communicate effectively, maintain an open-minded perspective, and practice empathy. For senior Kate West, the class not only “installed a baseline of knowledge” for her to utilize, but also “established a community where I knew I was supported and safe, which sound like hollow buzzwords on the surface, but I think we often take for granted the acceptance within the sex ed department.” Similarly, physical education teacher William McAndrews, who was on the task force that first developed the curriculum and who taught the course for 15 years, added that the material taught in the course has the potential to shape not only incoming freshmen’s time at North, but also students’ futures beyond this school. “We believe that a student graduating from Newton North should be taught a wide range of skills in order to stay healthy,” he explained. “It is important as students enter high school that they be given skills necessary to communicate to peers, adults, and themselves.” Giusti said, “The difficult part is that there is so much to go over in Sexuality and Health that it could almost be a year-long course.” Students receive a workbook to “complement the lessons taught,” according to McAndrews, and are taught through videos, discussions, worksheets, and speakers. Pan commented that the

wide-ranging ways of presenting the material, particularly documentaries, piqued her interest in the class. “I like documentaries, so it was actually interesting to me to watch them, especially because they’re not videos made for a health class. They were videos made for the public that we’re using in health,” she explained. Giusti also noted, “The nice thing about this curriculum is that we tell people to engage with their parents at home about some of the content from the class” in order to “open up some dialogue and discussion,” he said. However, despite the wide-ranging topics of discussion in class, McAndrews explained that North’s Sexuality and Health curriculum is not a “comprehensive health curriculum.” The same is the case at South, as the curriculum is Newton-wide. “A comprehensive health curriculum would cover a wider variety of health-related issues,” he explained, adding that Massachusetts high schools are not required to have a comprehensive health curriculum presented solely in one class. Thus, students at North are taught these other health-related topics, such as CPR awareness and fitness, in their physical education and wellness electives and classes. “We try to fill in the gaps that might not be covered in the Sexuality and Health class,” McAndrews explained. Although Newton’s current Sexuality and Health class is not considered comprehensive, the class that the School Committee charged the schools to develop in the early 1990s covered even less material than it does today and was “based strictly on a sexuality and health course,” said McAndrews. “Over the years, different topics have been added to include more comprehensive topics, but it is still centered around the original charge.” While some other school systems purchase pre-made health curricula, Giusti added, North’s curriculum is “designed and written—and gets restructured—by our teachers and administrators to make it the best curriculum that we can use.” Initially, in fact, Newton’s Sexuality and Health class was part of an effort by the Newton School Committee to make condoms available to students in each high school’s health centers in 1992, according to McAndrews. “As part of

created by Alisa Caira

this program, the committee wanted an educational component” to complement the distribution of condoms, he said. “The committee charged the school system to develop a class that would give students information and skills related to the topic of sexuality and health.” “A Health Education Task Force consisting of administrators, educators, health professionals, and community members was formed to develop the Sexuality and Health curriculum,” he added. The development of the curriculum was supported by the state of Massachusetts with Comprehensive Health Education grants and Health Protection grants, and, in 1994, the Sexuality and Health course was finally implemented in Newton high schools, McAndrews added. Since the original development of the curriculum, various groups have had the opportunity to “revise and update the lessons,” he said. According to Giusti, the physical education department eventually “took it over as a part of their curriculum, so things have really taken a different shape” since then. “A lot has changed since then, too, in terms of what we actually cover,” he said. “For the last three years, we would do an annual upgrade with the curriculum with Newton South,” he said. Some teachers have attended workshops regarding health curricula and have chosen to use information they learned there,

particularly on the topic of substance abuse, he noted. In 2009, 2010, 2013, and 2015, Giusti added, changes were also made to the curriculum with help from staff involved in a curriculum program called “Get Real.” According to West, who interns at Planned Parenthood on the Get Real Teen Council and teaches the Get Real curriculum to students at schools “without adequate sex ed,” the goal of the Get Real curriculum “is to provide accurate, unbiased information about sex and relationships, including LGBTQ+ relationships, which are often left out of sex ed curriculums.” “We have the privilege of living in a progressive place that supports effective sex ed,” West explained. “But in recognizing that privilege and appreciating our access to this information, which I feel strongly is our right, I realized that I wanted to be a part of ensuring other schools could get accurate sex ed, too.” Other students, too, are genuinely interested in the subject matter, with some even deciding to enroll in North’s non-mandatory Sexuality and Health II course for juniors and seniors. Senior Sam Raczek-Hoffmann, who took Sexuality and Health II as a junior, explained, “I was interested in continuing my sex and health education” and thus decided to pursue it further in Sexuality and Health II. “The class was definitely valuable to me because it wasn't the same stuff we did freshman year,” and while they “delved into the basic contraceptive stuff covered freshman year,” the bulk of the class “was focused on different public health issues that we, in groups, researched and were able to present to the whole class.” Such health issues included the opioid epidemic and childhood trauma, he said. Raczek-Hoffman also said that the freshman health curriculum is “hands-on and applicable to life.” He explained, “It's really not preachy or trying to shove anything down your throat, and it's exactly what kids starting off high school need to learn.” Aleksanyan concurred but also recognized many students’ lack of interest in Sexuality and Health, commenting that, entering her freshman year, she viewed Sexuality and Health largely with disinterest. However, her perspective changed after she finished the class. “If it were up to me, I would not have taken health,” she said. “I’m glad it was required, though, because now I’m more knowledgeable.”

Interested in conservation and protecting our environment?

Green Newton invites you to: • Become informed about No-Cost Mass Save Home Energy Assessments and energy efficiency upgrades at www.NewtonSaves. com • Find out about the Newton Goes Solar initiative at www. NewtonGoesSolar.org • Visit www.sgw.greennewton.org to join Students for a Greener World • And learn about the work of Green Newton at www.GreenNewton. org

Tuesday, Sept. 5 2017

6 ◆ The Newtonite, Newton North

Newton North, The Newtonite ◆ 7

Student experiences challenge image of inclusivity Students of color discuss feelings of separation Amy Morrill From nationally broadcasted police shootings and recent neo-Nazi marches to the flying of a confederate flag on Tiger Drive, the past year included many moments of racial tension in both the nation and the North community. However, even in this climate, and perhaps because of it, students of color at North continue to courageously share their experiences and advocate for themselves. Listening to minority voices has become increasingly important in the broader context

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” “ ” “ ” “I believe I need to put in 120 percent just so I can defeat the stereotypes and achieve what my fellow peers were given. Although I appreciate the cluster system, it makes the people of color obligated to associate when there might not be a connection.” — junior Drew Bookman

“I have been told that despite my bi-raciality, I am ‘probably going to be perceived by most as a white man.’ While I can’t control what the stranger walking past me perceives as my racial identity, I don’t want to be seen as just one race or the other. I am bi-racial, not uni-racial.” — senior Thacher Andreae

“I think that for some people, when you say Asian culture, Black culture, Hispanic culture, et cetera, a lot of people think that it is limited to that race, and it’s not! America is a melting pot, so it’s important to engage with people who are not like you.” — senior Jose Joseph

Sports

Rose Bostwick and Zoe Goldstein Stereotypes around race and sports may marginalize students of color at this school. However, according to some athletes, the sense of unity on sports teams often remedies these feelings. Senior SeungYeop Kang, a member of boys’ football and boys’ outdoor track, said that his racial identity has sometimes caused him to feel devalued and overlooked by coaches. “Throughout four years of track and two years of football I have always been confused for some other Asian athlete,” Kang said, citing experiences such as a letter of achievement being mistakenly given to a different player on the team. “I’ve grown used to it, but that’s not to say it doesn’t sting once in a while when I feel as if all of us are considered to be the same person.” According to Kang, experiences like this have “pushed me to play harder to separate myself even further from others.” Still, he added, “it seems as if that’s still not enough to feel distinguished as an individual.” These misconceptions can work the other way as well. Bookman, a member of the cheer team, said, “I think people expect for me to be the best in the sport that I participate in because I’m black and because of the stereotypes by

that come along with being black.” Blakely, a member of girls’ outdoor track, voiced a similar opinion, saying that “typically black men are seen as ‘good at basketball’ or ‘good at football.’” However, Blakely added that she feels this may not apply to her as much because people generally “don’t take women in sports as seriously as men.” Often, stereotypes show up in even more negative ways. “A stereotype of black people is that they can’t swim, or that they don’t know how to swim,” said senior Lauren Bailey, a member of girls’ indoor and outdoor track and girls’ swim. “Most of the team is made up of white or Asian kids, and being on the team without someone else who’s your color kind of makes you feel like an outcast and makes you feel like you don’t belong because you seem to be treated a little differently.” Bookman said that her racial identity sometimes leads to her feeling “left out when it comes to being on a team,” adding, “It makes me sad, but I’ve learned to accept it and just play the sport.” According to Kang, some of this divide may be a result of coaching. “I definitely feel as if sometimes coaches’ decisions are a bit biased in who they put into games or to run at certain times.”

Despite this, Kang said that he has felt no such exclusion from his white teammates, calling them “some of the most supportive people in my life.” Blakely had similar thoughts. “I feel like I’ve never really seen a separation of the races or anything in sports because we all have that thing in common,” she said. Severino, a boys’ swim team member, said that despite certain “stereotypes and dumb comments” which can “sometimes separate me from the rest of the team,” he feels included by most of his team members. A sense of togetherness often does shine through. In response to the controversy over of NFL quarterback Colin Kaepernick kneeling during the Pledge of Allegiance, the football team stood together before last year’s annual Friday Night Lights game. Thompson, a team member, said, “We held arms to show our unity. I thought that was important.” “From what I’ve seen, North really tries to educate people to be nicer humans, so I don’t think North should be held accountable for the intolerance of others.” Severino said.

Academics Amy Morrill “I absolutely believe that there are different expectations, not only for students of color, but also for people of col or in general,” said senior Ariana Blakely. “We all have to work twice as hard to gain the same respect and success as our white counterparts.” In a school with less than 35 percent nonwhite students, Blakely, among other students in the North community, contends that students of color have a different experience in academic classes than their white classmates due to both the curriculum and the stereotypes held by teachers and peers. African-American students, who make up only five percent of the student body according to the Department of Education, often experience the most discomfort with North’s curriculum. Senior Will Thompson explained that he acutely felt a separation from his white classmates during the Huckleberry Finn unit in his English class because when “the n-word” pops up, it’s definitely different to be the only black kid in the room.” Similarly, junior Achille Ricca said that history and by

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English have been classes where it’s “the most difficult to be a black student” because those classes “usually involve discussions based on race.” As one of the only students of color in any given class, he finds it “hard to balance the feeling of having to speak up—and give your opinion when others are being insensitive—with the feeling of not wanting to speak for everyone of your race.” “In history class particularly, black kids are left to defend our race to our peers when the curriculum whitewashes history and describes people of color in a paternalistic and condescending manner,” he added. Blakely also expressed feeling like the curriculum did not fully represent minorities, saying that the school should have “more lessons about people of color that do not have them in roles of submission. Our curriculum is very white, and I think it would benefit all North students to make our education more diverse.” Like Ricca, Blakely also feels “this need to represent my entire race,” especially because she rarely sees other students of color in the higher level courses she takes. “The lack of students of color has never hindered my ability to do my work and do it well, but it’s always something that I notice,” she said. Whether from teachers or peers, many students of color have also noticed different underlying expectations for their academic performance, which differ for different races, according to senior Carrieanne Mamba, co-president

of Asian Culture Club (ACC). She said that many think “Asian students are the smart ones, and that black and Hispanic students aren’t so smart.” “There is sometimes an assumption by teachers that certain kids don’t take their academics seriously,” said Thompson. “There is more of an expectation of failure or lack of caring when you’re black.” He added, however, that this attitude gives him “more ammunition to care and succeed.” “There have been instances in which how I look or talk sometimes negatively reflects how much I care about school to some teachers,” said senior Niko Severino, who identifies as Latino. He added that other instances include “being constantly asked if I need extra academic support.” Ricca said he has faced this stereotype but often from his peers. “If you’re not their idea of blackness, you’re ‘trying to be white.’ I actually got called ‘Oreo’ a lot as a kid,” he said. While Blakely has experienced these stereotypes at school, she explained that “parents are a completely different story.” She explained, “My parents take my education very seriously because they know that education is the key to making it somewhere in today’s society as a black woman.”

said Mamba. Joseph explained that the similarities between club members, whether they are shared interests or shared backgrounds, create a close-knit community within North. “Because we share our experiences, opinions, and ideas so easily, we connect easily,” she said. “They are the people I go to if I need to get something off of my chest that really only they can relate to.” According to Ricca, race affinity emerges even in clubs like Gay Straight Alliance (GSA). “A lot of mainstream gay culture originated specifically in black trans spaces with drag, reading, throwing shade, and voguing,” he said. In GSA the topic comes up often, Ricca said, because “in general there’s a lot of racism in the LGBT community.” According to senior Seika Ghavidel, vice president of ACC, it is important to gain pride in one’s identity, and affinity clubs can help a student of color to do so. “Despite the fact that I physically don’t look it, I am actually part Chinese,” Ghavidel said. “For most of my life I have been teased whenever I mentioned this fact to peers, as they would quickly tell me that I must be joking. The club, however, is diverse and open in its idea of what constitutes an Asian-American.” In addition to student-run clubs, this school’s administration has initiated programs to support students of color.

DLS invites black and Latino students with a grade above a B- in all classes to participate. In the program, students can find academic support from teachers and community from peers. “I personally like the fact that North is trying to provide extra help for others,” said Severino. Though he appreciates the goal of the program, Severino opted not to join DLS. “The way it was presented to me made it seem more like because of my skin I may need this extra help.” Junior Drew Bookman, however, finds satisfaction in being a member of a group. “It’s a great community because you can meet a ton of black and Latino people who all want to succeed in school,” she said, adding that as students of color, she and her peers in DLS share the desire to work hard. “I am not saying that people who are not in DLS do not want to succeed,” Bookman said. However, “when people learn that I am in DLS, they instantly know that I am focused and that I want to succeed.”

then to other things.” Sometimes, however, students do not always immediately realize the possible impact of race on their artistic experience. Mamba, an Art Major, she said that she had never considered race in relation to her art, but after looking through her sketchbook, noticed that all the people she had drawn were white. “It never really struck me that my art would be so skewed toward a certain race, especially one that wasn’t my own,” she said. Mamba added that her “upbringing in a predominantly white community and European features, for the most part, being considered the most attractive,” could be possible reasons for this. Similar conflicts can sometimes arise onstage. “For theater especially, it’s a bit more difficult to appropriately cast non-white students for the frequent productions consisting of an all-white or mostly white set of characters, which can limit my involvement, as well as the involvement of others, in theater regarding on-stage participation,” Depina said. He added that because there are relatively few students of color at North involved in theater, “it can be difficult to

find a show with a similar balance of white and non-white characters, so it is a bit more complicated than it seems, which is why relying on troupes [and] characters with unspecified races is common.” Senior Thacher Andrae, who is involved with music and theater, had a different opinion. Although he is open about his bi-racial identity as half-white and half-Asian, “I’ve never really felt that it’s majorly impacted my experience in the arts,” he said. Ricca, who is involved with theater and music, echoed this sentiment, saying that race has not played a large role in his theater experience because Theatere Ink does not cast based on race in general. Still, Ricca added, “often you don’t get to act in stories you can relate to.” Despite this sentiment and controversial past productions, Theatre Ink is scheduled to put on Clybourne Park by Bruce Norris this November, a play that explores both historic neighborhood racial tensions of the late 1950s and modern-day gentrification in a two-part production. Ricca said that he is “excited to try out” for the show because it “centers around conversations based in race.” Efforts like this and increased representation in the arts remain important and an ongoing process in the North community. “In general, it’s important to always strive to be better with inclusion and diversity even if you’re already in a good place, especially with the arts since they’re all about communication and expression,” Ricca said.

Clubs By Samantha Fredberg Among the many clubs and organizations created by students and administration, affinity groups foster unique communities of peers with similar cultures, backgrounds, or interests. Clubs such as Black Leadership Advisory Council (BLAC) and Asian Culture Club (ACC) and programs such as Dover Legacy Scholars (DLS) create environments in which students of color can express their views, share common experiences, and thrive as a community. According to senior Jose Joseph, president of BLAC, clubs provide idealistic, safe environments for students of color. “Everyone is all about unity and equality, but there are certain points in your life where you just think, ‘I need someone who can definitely relate to me; someone who looks like me, acts like me, and has the same culture as me,’” she said. Joseph added that affinity groups are important because she feels that there are many issues that require the support of people of the same race or background. These communities can begin friendships and allow students to feel comfortable. “I’d say it’s a great starting point for students to come together with a common interest,”

Arts Rose Bostwick North’s art department is reflective of the creative expression of the student body as a whole. Likewise, its demographics also reflect North as a whole, meaning that people of color are often outnumbered in classes, showcases, performances, and concerts. Whether positively or negatively, students’ experiences with the arts in school— as well as their outlook on art itself—are often shaped by their racial identity. The impact of race is often prominent in an artist’s personal artistic style. Senior Samidio Depina, an African student who is involved with music, theater, and dance both inside and outside of school, cited “the connection of race to culture” as an important facet of his artistic experience. “Stylistically, it is more likely that an artist’s work will be heavily impacted by the culture they grew up with or know the best,” he said. Severino, who plays music within and outside of school, had a similar opinion on the influence of race and culture on personal musical style. “I grew up listening to Latino music like bachata, reggaeton, salsa, and such,” he said. “That kind of carried over to rap, then to a weird line of connections from reggae, to rap, to more abstract rap, to jazz rap, to jazz, and by

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8 v The Newtonite, Newton North

Tuesday, Sept. 5, 2017

Reinstalled mural shows a Newton that never was v Continued from page 1 In September of 1918, six weeks before the war ended, Brown was killed in the line of duty when his plane was shot down and crashed. Years later, the “Citizenship” mural was painted in honor of Brown and the 51 other Newton High School graduates who died in the war. A scholarship was also established in Brown’s honor and in an interesting twist of events, Travis Emenaker ‘17, last year’s winner of the Brown scholarship, happened to be in school at the time and helped install the “Citizenship” mural. “It looks great and I hope the students learn about the history of the mural as they will soon see it every day,” said Emenaker. “It was incredible to know that I was honoring Lt. Brown's life by learning about his sacrifices and helping put

back up a mural dedicated to him and other soldiers.” The mural was funded by Franklin Roosevelt’s WPA, which is part of the second story that Huntington spoke of. “The artist who was chosen to paint this mural was paid with money from the federal Works Progress Administration and so it links it to a time when artists didn’t really have jobs,” said Huntington. “In fact, all around the country there are murals on post offices, on public buildings, painted by artists who basically owed their lives to the federal government because they kept them employed. So that’s part of the story.” Yet, there’s also a distorted element to the mural that poses a question of intent. “Education” portrays a Newton family and Newton students but “there is absolutely no diversity—all the people are white,

even though there was a thriving African-American community in Newton at the time,” said Huntington. The less than accurate depiction continues with the two side panels, “Industry” and “Commerce.” According to Alice Ingerson, the Newton Community Preservation Committee program manager, “it’s not like Newton didn’t have commerce and industry which are the names of the two paintings, but those are not paintings of Newton.” Huntington added that the types of industry and commerce shown in the murals don’t “have a place in Newton, either then or now.” Ingerson notes that despite the inaccurate portrayal of the Newton community, special care seems to have been taken to show gender equality. “There’s an exactly equal number of men and women and I can’t

believe that’s accidental. Somebody must have cared about that,” she said. “They didn’t care about representing our ethnic, economic diversity, but they cared about gender equality.” Looking to shed some light on the reasons for this misrepresentation, the preservation committee searched through all the archives they could think of for information regarding the instructions given to the artist, but none were found. Huntington offers up a possible explanation. Perhaps “part of the WPA work was supposed to be about getting people back to work, because so many people were unemployed,” she said. Regardless of what the actual story is, Ingerson urged students to also share their own thoughts and ideas about the mural. “It would just be really interesting if we could ever find out, and in the meantime,

since we can’t find out, it would be interesting to see what students think the message is.” All in all, Huntington hopes the mural will spark conversation about art and the financial situation of the Great Depression as well as the lives of all the former students who fought for our country. “What was it like to be an artist in the 1930s and suddenly there was this federal money, what do you do to try to get that money and get that job? So I think that’s one conversation for artists and for people interested in art history,” she said, “Another conversation is we have here, 51 men we know from Newton High School who died in WWI. What were their stories? They all are from Newton.” A rededication ceremony for the mural will be held Thursday, Nov. 9 at 1:30 p.m.

The “Education” mural, painted in 1936, is cleaned before being hung up at North.

Two of Maurice Compris’s murals hang at their original location, the library of Newton High School.

The “Commerce” and “Industry” panels are mounted on the wall outside North’s auditorium.

The edges of “Commerce” are examined in June 2016 as part of its restoration.

The mural “Education” is placed on display outside North’s cafeteria.

A lead test is performed on the murals to ensure that they do not contain lead-based paint. Photos courtesy of Jennifer Huntington

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Tuesday, Sept. 5, 2017

Newton North, The Newtonite ◆ 9

North students gain perspective through volunteering Maya Waldman Adding on to heavy course loads, many North students pack their schedules full with extracurriculars, from sports to music to student government. Many others work part-time jobs. Though the school lacks a mandatory community service requirement, many opt for a different way to spend time, one with seemingly little monetary or practical value: volunteering. Whether it be in a museum, soup kitchen, or dog shelter, volunteering as a high school student can be challenging. Still, many return week after week to devote time to causes they are passionate about. For those who participate in volunteer activities, which includes 55 percent of all aged 12 to 18 according to the National Corporation for Youth and Community Service, the reward for their time comes as social and personal growth. Senior Seika Ghavidel described why she chose to volunteer at Green Newton, a non-profit environmental organization. “Especially at this critical moment given the amount of legal and political action taking place surrounding global warming and the environment, I truly felt like as a young adult I needed to do something,” she said. Senior Martha Bennett, who volunteers at a food pantry in Newton Centre, had similar reasoning for her choice of an organization. “I thought it would be a really great place to volunteer as it seemed like it was a really necessary, helpful cause,” she said. “I get to be involved in the community doing something that I think really matters, and learn more about people from many different walks of life.” With already overloaded schedby

ules, many students’ initial challenge is finding the time to volunteer, regardless of how invested they are in a cause. “Volunteering is a relatively big time commitment and I have to work around that,” said Bennett. Another limitation that students often face while looking for volunteer positions is the age restriction that is stipulated by some organizations.

senior Martha Bennett “I get to be involved in the community doing something that I think really matters and learn more about people from many different walks of life.” Junior Ben Archer, who has volunteered previously at a food pantry, has attempted to reach out to other organizations in the hopes of volunteering again. “Either the scheduling doesn’t line up or I’m not old enough,” he said. Some students, such as Ghavidel, volunteer at organizations that may not even have legitimate office space. “Most of our [Green Newton] meetings and discussions [were] held in the Newton Public Library,” said Ghavidel. “This isn’t terrible— it’s just unfortunate that there are not enough funds, among other things, to more seriously establish the organization.” Another challenge is that volunteer work can often be hands-on, especially when it involves building or cleaning. In these cases, “the work can be difficult or physically tiring,” said Marta Dupont ‘17, who has volunteered at the Boston Ability Center, Paddy’s Road Race, and

Franklin Elementary School. Despite these difficulties, there are advantages to volunteering that other jobs or extracurriculars cannot always offer as easily. For example, while student schedules may be tight, many organizations make it easier for volunteers by allowing for flexibility. Patrick Likely, volunteer administrative coordinator at Pine Street Inn, an organization working to end homelessness, said that there are volunteer shifts open for students before and after school hours. “We’ll work with our volunteers to come up with a schedule that works with their other commitments like school, work, and extracurricular activities,” he added. According to Bennett, her volunteer experience has been “definitely more individual, and I can do it when school isn’t so hectic, which isn’t really the case with schoolbased clubs or activities.” Not only are the hours more individualized, but so is the agenda. “When volunteering, I can really choose what to do, rather than being told what to do at work,” said Dupont. “I appreciate it more when I can help others because I want to instead of because I am forced to.’” According to Likely, organizations such as Pine Street Inn make sure volunteers are engaged in the work they do by frequently checking in on their progress and receiving feedback on how their experience could be improved. “We have many different opportunities available, so if a volunteer isn’t feeling enthusiastic about what they’re working on, we always have other things that need doing,” he said. “It can seem overwhelming and

even impossible for young adults in my age group to make a difference on a larger scale,” said Ghavidel. “Personally, I believe that the more local and smaller changes that we make may not only work but eventually ripple and cause a greater effect,” she added. Simon Pringle-Wallace, wprogram manager at Boston Cares, an organization that helps mobilize volunteers, said that volunteering is a force for positive social and personal change. “It has always been a priority for us to engage youth and instill in them a sense of purpose and empowerment around improving their communities through service,” said Pringle-Wallace.

junior Ben Archer “You get to experience situations and interact with people you wouldn’t normally meet and talk to. It’s a very enriching experience that gives insight into ‘how the other half lives.’” “Every level of volunteering commitment has value,” he said. “It incorporates accessibility and diversity, and individuals and groups can all make valuable contributions.” Meeting and collaborating with new people lies at the heart of many volunteer positions. “You get to experience situations and interact with people you wouldn’t normally meet and talk to,” said Archer. “It’s a very enriching experience that gives insight into ‘how the other half lives.’” Volunteers broaden their perspective by interacting with people outside their school or community.

For some, it may even help discover a future passion or career. “Through volunteering, I’ve learned that working with kids is something I enjoy doing and something that I am good at,” said Dupont. “I am majoring in education, so indirectly helping kids seemed fitting.” Even if the volunteering does not lead to a career or make a large impact, many volunteers find that their effort is fruitful nonetheless. According to Ghavidel, she developed social and personal skills that not only benefitted her while she volunteered, but are also “necessary to be successful in school, in your work, and in life in general.” According to Likely, volunteering can also help students when it comes time to apply to colleges. “Whether it’s showing leadership by organizing a cereal drive with your classmates, or demonstrating empathy by donating your time to those who are less fortunate, students with a history of volunteerism tend to stand out from others because of the unique qualities they have illustrated,” he said. Unlike with most extracurriculars, the work students engage in while they volunteer will almost definitely impact their community. “Volunteering has definitely improved my work ethic and my approach to working,” said Bennett. “I think it’s helped me to realize the value of work.” Though it may not seem so at first to those who have never volunteered, participating can be just as enjoyable as any other after-school activity. “It is very humbling and in a way it’s a stress reliever,” said Dupont. “Honestly, it’s a lot of fun!”

Welcome Back NeWtoNWant North ! to Make an Impact on Your City?

Come on Over and Intern for Ruthanne Fuller’s Campaign for Mayor of Newton We’re at 298 Walnut St. Drop by anytime! Now through November 7th, Election Day

Ruthanne Fuller Thinking ahead for a better Newton. http://ruthannefuller.com/get-involved/

10 v The Newtonite, Newton North

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Newton North, The Newtonite v 11

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D T H I R S W M L Q T Z N

W J A V T Y S X M C Y E V

Word Search: X-block, Riley, Club Day, Adams, Tigers Loft, Cafeteria, SOA, Graduation, Library, Tigers, Beals, Newton North, Barry, Newtonite

Student Advice 1. For Freshmen: “Stay organized. It will make things a lot harder if you aren’t organized.” — sophomore Josh Price “Take full advantage of extra help opportunities such as X-block. Don’t be afraid to ask for help when you need it.” — sophomore Julia Bosco “Be yourself, make some new friends, have fun, and study, but don’t cram!” — sophomore Johnny Poon “Join a club/sports team to meet new people and have fun.” — sophomore Max Keuchen 2. For Sophomores: “Don’t procrastinate and don’t worry. Sophomore year is the best year!” — junior Iris Su

out compiled by

Nichol Weylman-Farwell and Laura Schmidt-Hong

“Don’t accidentally sleep through one of your finals like I did!” — junior Alison Leav 3. For Juniors: “The workload can be tough sometimes, but don’t get too stressed out! Figure out ways to relax and remember to still have fun!” — senior Cate Liu “Utilize the time and knowledge of your teachers. Seriously, just going to them for clarity shows them that you’re a dedicated student, helps you with your work, and it takes little to no time to visit them. Also, I recommend taking the SAT or ACT tests early so that you have more chances to retake it and get a better score.” — senior Elizabeth Dallaire

“Really take time to put things into perspective; it’s just one test, one class, one year of high school. Even if you feel like the world is imploding around you (and believe me, it sometimes feels like that) take some time to do something that you love.” — senior Nathalie Hart “The worst thing you can do is to blindly follow what others have set out for you. Do things because you love them—and for that, you often won’t be rewarded by others, and you will face a good deal of resistance from people who have an image of what you “should” be doing. Following your own path though, will eventually lead to success.” — senior Max Teszler 4. For Seniors: “It’s okay to take a break from school work every once in awhile, even at the expense of an assignment not getting done.” — Nicholas Scott ‘17 “Forget regret. Dwelling on mistakes and the awkwardness of life will never be productive. As someone who is perpetually worried, this is easier said than done, but making an effort to live in the moment will be so rewarding.” — Janey Bombara ‘17 “Go do what makes you happy and be with those who make you smile endlessly. Negativity is a waste of energy, so choose wisely who you spend time with and what you spend time on.” — Emily Szeto ‘17

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12 v The Newtonite, Newton North

Tuesday, Sept. 5, 2017

A Tour Of Newton North Pool

Gym

Nurse

Plowshares

Film Lecture Hall

ria

Cafete

Main Office

Rile

Graphics Photo

Tiger Drive

Chorus

Greengineering

Ada

Little tre Thea

Art

oduct

ion

T New he toni

age

Lab

Langu

ion Observat Deck

riu

o dit

Design

Tigerâ&#x20AC;&#x2122;s Loft

TV Pr

ter Fitness Cen

Theatre Entrance

Band

World Langu ages

Barry

Beals

Simulate Outdoor Area

Ceram ics

SOAd

Caree r Tech. & Ed.

Library Learning Commons

Stadium

Busine

English & History

EDCO

Athletics

Theatre

Walnut Street

Computer Lab

ELL MusicLab ring ouse Sco

h Green

Math & Science

4 Computer Lab

P Tutoerer ing